I'm an advocate for using materials from the discipline, as the most often heard argument I hear is, "I see how this would work in xxxx discipline, but it would never work in my discipline because........." I think it's important to demonstrate and discuss how it can be used in their discipline whenever possible. Just keep the materials simple. On May 31, 2014 1:20 AM, "Jenny Morris" <[log in to unmask]> wrote: > Thanks for this and Chris Burns for the hot pepper exercise. I run a > workshop for those with no prior experience of TBL and have test questions > based on one of your earlier summaries of TBL, Jim, which I send out a few > days ahead. Then I use an application activity based on sustainability > related issues in health which works well. > > The thing I don't do is to refer to the summing up as a mini lecture. > This is because our experience (and we are new to this) shows that > students initially want lectures but we go to great lengths to explain why > TBL does not use lectures. I therefore refer to time for clarification > after the team tests when we allow 5-10 minutes for discussion around areas > where there is a lack of understanding (using team test results as the > start point for this). Then at the end of the unit I show a slide that > summarises what they should know at this stage linking the previous and > subsequent units. > > Hope this is useful - it works for us and gets away from 'lectures' as the > basis for any element of what we do. > > Best wishes > > Jenny > > Dr Jenny Morris > Associate Professor (Senior Lecturer) Health Studies > Faculty of Health & Human Sciences > Plymouth University > Knowledge Spa > Truro > Cornwall TR1 3HD > > > On 28 May 2014, at 17:49, "Sibley, James Edward" <[log in to unmask]> > wrote: > > > > Hi David > > > > I agree with Bill..stay away from disciplinary material....it can side > track conversation away from TBL and into nuance about law > > > > I do a 50 minute version at lunches here...attached is my lesson plan > > > > I also attached my TBL 101 materials....for the the 50 minute version...I > use my TBL in 500 words doc and the 4 question RAP > > > > jim > > -- > > Jim Sibley > > Director > > Centre for Instructional Support > > Faculty of Applied Science > > University of British Columbia > > 2205-6250 Applied Science Lane > > Vancouver, BC Canada > > V6T 1Z4 > > > > Phone 604.822.9241 > > Fax 604.822.7006 > > > > Email: [log in to unmask] > <applewebdata:[log in to unmask]> > > > > Check out www.teambasedlearning.org > > > > > > (c) Copyright 2014, Jim Sibley, All rights reserved The information > contained in this e-mail message and any attachments (collectively > "message") is intended only for the personal and confidential use of the > recipient (or recipients) named above. If the reader of this message is not > the intended recipient, you are hereby notified that you have received this > message in error and that any review, use, distribution, or copying of this > message is strictly prohibited. If you have received this in error, please > notify the sender immediately by e-mail, and delete the meesage. > > > > From: David Raeker-Jordan <[log in to unmask]<mailto: > [log in to unmask]>> > > Reply-To: David Raeker-Jordan <[log in to unmask]<mailto: > [log in to unmask]>> > > Date: Wednesday, May 28, 2014 6:45 AM > > To: "[log in to unmask]<mailto: > [log in to unmask]>" <[log in to unmask]<mailto: > [log in to unmask]>> > > Subject: Intro to TBL for Law Professors -- Should We Use Familiar or > Unfamiliar Material? > > > > At the end of June, a colleague and I are presenting at a conference > for law professors who teach legal writing and analysis. We have 45 minutes > to introduce them to TBL. (I wish we had more time, but that's all we could > get.) We plan to introduce TBL using the RAP and application exercises. > > > > Our first major decision is whether or not to use law-related material > for the RAP and applications. Although the conferees will be familiar with > the concepts and principles involved in legal writing, I wonder whether it > would be better to use material that is not familiar. > > > > For those of you who have done one of these insanely short > presentations, what works best? Do you assign a reading assignment before > the presentation or do you use the first few minutes to allow participants > to read the material that will be on the RAP? > > > > For a lot of these conferees, this will be their first exposure to TBL > and I want to make sure we give them something inspiring and > thought-provoking. Thanks for any insights you can offer. > > > > ----------------- > > David Raeker-Jordan > > Legal Methods Professor > > Widener University School of Law > > 3800 Vartan Way > > P.O. Box 69380 > > Harrisburg, PA 17106-9380 > > 717.541.1996<tel:717.541.1996> > > > > <TBL_101_short_lesson_plan.docx> > > <Jim's TBL 101.zip> > ________________________________ > [http://www.plymouth.ac.uk/images/email_footer.gif]< > http://www.plymouth.ac.uk/worldclass> > > This email and any files with it are confidential and intended solely for > the use of the recipient to whom it is addressed. If you are not the > intended recipient then copying, distribution or other use of the > information contained is strictly prohibited and you should not rely on it. > If you have received this email in error please let the sender know > immediately and delete it from your system(s). Internet emails are not > necessarily secure. While we take every care, Plymouth University accepts > no responsibility for viruses and it is your responsibility to scan emails > and their attachments. Plymouth University does not accept responsibility > for any changes made after it was sent. 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